How to teach ten - Year system English 6 vocabulary effectively

 INDEX
Page
I INTRODUCTION
1. Reasons for choosing the subject.
2. Researching aims.
3. Researching objects. 
4. Researching methods.
II CONTENTS
1. Theoretical background.
2. Practical background.
2.1 - Advantages. 
2.2 - Difficulties. 
3. Teaching experiences and teaching methods. 
3.1 - Preparation:
3.2 - Some principles to teach vocabulary:
3.3 - Techniques for eliciting vocabulary:
3.4 - Steps for presenting vocabulary:
3.5 - Techniques for checking vocabulary:
3.6 - Some exercises to check vocabulary:
4. The effectiveness of the initiative.
III CONCLUSIONS AND SUGGESTIONS
1. Conclusions:
2. Suggestions:
2.1. For Department of Education and Training: 
2.2 For school management:
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I. INTRODUCTION
1. Reasons for choosing the subject.
We all know that English is very important to everybody nowadays, especially to young generation. English is spoken all over the world. It is an international language, so it is a key to open the knowledge treasure of the mankind.
We need English in many fields: in learning, in communicating and in working. Therefore, English is a must have for all the students. Thanks to English, people around the world know, grasp and become friendly with each other. 
	English is one of the languages with extensive vocabulary. Therefore, its learners and users encounter a lot of troubles with it. Learning and speaking English fluently is absolutely not easy, since we do not fully understand the manner of pronunciation and usage of stresses of used words which are highly important. Most of students have not studied English in depth; as a result, they do not have enough essential vocabulary to serve their daily learning and communicating. 
Vocabulary is one of the most important parts of learning a language. To develop any skills such as listening, speaking, reading or writing skills, we need a certain amount of essential vocabulary. Such vocabulary cannot be built in one or two days, it takes us a long time to acquire, develop and enrich our vocabulary. Therefore, in general students are hesitant and afraid of learning vocabulary.
In the new teaching method, teacher should promote creative thinking and self- perceived competence in knowledge of the learners, mastering knowledge, avoid cramming knowledge. Innovative teaching methods is an extremely important task for each teacher as well as the teaching and learning of foreign languages to achieve the highest efficiency in targeted communication, capture and integrate knowledge with the development of society. To comply with the training objectives and gradually improve teaching effectiveness, innovation approach is a matter of urgency and necessity. New teaching method means each student plays an active role in the process of actively learning.
As a teacher of English in a secondary school, I am always aware of the motivation of the country development, which is improving the quality of education in accordance with the general trend of the country. Therefore, I have thought about the way to teach English with good quality and desired effect. 
From the practical teaching, I have found that: "Teaching English is not a simple matter." It requires teachers not only to have specialized methods but also to constantly learn to improve their qualifications and always actively seek out new approaches to achieve better results in their English learning and teaching. That is the reason why I always think of the questions "How do students learn and remember vocabulary effectively?"; “How can students comprehend and acquire knowledge promptly?”; “How can students love learning English?”; “How can students have necessary vocabularies and use their own words in the most effective way?”. Accordingly, I not only try my best to practice in the teaching process but also have a decision to investigate and learn more to find out optimal solutions. In this school year, I have still applied the methods in teaching English 6 and have obtained certain results. I hope that my experience will help passionate teachers in practical application and more successful in teaching, so I’m trying to give the initiative "How to teach ten - year system English 6 vocabulary effectively” to receive heartfelt comments of colleagues and education managers at all levels. Moreover, to broaden my experience in teaching and serve practical work in teaching, improving the quality of teaching in the period of renovation. 
2. Researching aims.
- Finding out the optimal ways in using techniques and games in lessons. This helps students learn vocabulary effectively.
- Sharing experiences with colleagues.
3. Researching objects. 
- Grade 6 students.
- Ten - year system English 6.
4. Researching methods.
- Reading documents
- Experiences in teaching
- Exchanging experiences and methods with colleagues.
II. CONTENTS
1. Theoretical background.
For a long time, our teachers have been familiar with the traditional way of teaching, teacher - centered lessons. However, from the view of "Learner-centered approach", teaching and learning methods have undergone fundamental changes. Teachers are not the only people who possess knowledge and impart it; they are just guides, supporters, mentors, controllers, etc. Learners are not people acquiring knowledge passively, but the center of teaching process and actively creative in the learning process in order to achieve their learning objectives. For teaching foreign language in general, and English in particular, innovation in teaching method is completely obvious and particularly significant to communicate by language. 
Based on theoretical points above, direct participation in learning process, I think playing specific roles and using conversations, especially using techniques and games in teaching in a flexible and natural way, will create joy and inspiration in learning English. 
2. Practical background.
2.1- Advantages. 
Almost parents are concerned and create good condition for their children's study. Besides, They always remind their children to review the old lessons and do their homework before going to school. 
Some students are very studious, they always get good marks in exams. They not only have a curiosity but also interest in the subject, so they usually fully prepare books as well as other instruments for learning. They are the active factors to contribute an English study movement.
In some classes, instruments serving teaching and learning such as teacher's books, reference books, mini projector, textbooks, workbooks and other teaching aids are provided fully by school managing board. 
Subject teachers also receive the support from other teachers of the same professional groups and colleagues. 
2.2- Difficulties. 
 Although the facilities, equipments and teaching aids for the subject have been improved, they have not satisfied the current demand yet, especially to some extent the current innovation in teaching methods, forms of teaching organization such as listening room and audio-visual equipment, etc. 
 The majority of students are not confident in the communication field - limited practice, so their vocabulary is limited, too; Some students often get bad marks because of their laziness. Meanwhile, there are a significant number of students who have not been good at Vietnamese. They are usually confused in acquiring and using vocabulary, especially in communication. They feel rather afraid of learning because of problems in words' pronunciation and spelling. That is the reason why students are not always willing to speak English in class.
3. Teaching experiences and teaching methods. 
Here are some solutions that I have applied in ten - year system English 6 teaching process in the 2014-2015 school year and the first semester of the 2015 - 2016 school year in my school.
3.1- Preparation:
* For the teachers:
- Teachers need to spend a lot of time searching for documents and looking for images related to the topic, and constantly update information to support instruction.
- Using simple visual aids to inspire in class.
- Preparing teaching plan carefully.
* For students:
- Collecting documents, pictures related to the teacher’s lecture.
- Preparing lessons carefully.
- Practicing pronunciation regularly.
- Making utensils, visual aids when teachers request.
- In lessons students must pay much attention, practice listening, speaking, reading and writing the words confidently. 
3.2 - Some principles to teach vocabulary:
- In a class teacher should choose from 5 to 8 new words to teach. They are active words, this means that students will use them frequently in class to practice basic skills, especially in fostering oral and written skills.
- The words should have a higher frequency means that they appear frequently in the text.
- The words need absorbing in the learning process of students.
- Students should not repeat the words too many times that can make lessons become boring and waste effort of students as well as teachers.
- Teachers should not transcribe when teaching new words because vietnamese language skills of students are limited. The focus should be on writing both Vietnamese and English. 
3.3 - Techniques for eliciting vocabulary:
 	Teachers can follow some eliciting techniques for teaching vocabulary to help students learn new words actively.
Visuals
Mine
Realia
Translation
Seven techniques
Example
Synonym/ Antonym
Situation/
Explaination
1. Visual aids: 
3.3.1. Visuals:
Use pictures or draw sketches for children to see. This helps teacher explains meanings of words quickly. 
Example 1: Period 9- Unit 2: MY HOME
 Lesson 2: A closer look 1 (English 6)
Teacher uses pictures to teach some new words such as: chest of drawers, microwave, attic. And students can guess the meanings of these words quickly and easily. 
Example 1: chest of drawers
- Use a picture
- Teacher shows the picture of chest of drawers and asks students to guess the meaning.
Example 2: Period 11- Unit 2: MY HOME
 Lesson 4: Communication (English 6)
Example 2: stilt house
- Use a picture
- Teacher shows the picture of a stilt house and asks students to guess the meaning.
3.3.2. Mine /Gesture: 
 Show facial expressions, gestures, postures. 
Example: 
Unit 3: My friends - Lesson 1 (English 6)
 To teach the word "shy" 
Teacher asks students to look at the teacher’s facial expressions, gestures and listen to the teacher carefully to give the meaning of the words.
Teacher says: "I’m shy" and puts her finger on her mouth and lowers her head. Then the teacher asks “What does shy mean?”
 Students’ possible answer: Shy means “thẹn, e thẹn”
3.3.3. Realia:
 Use real things. 
Example 1: 
Unit 1: My new school - Lesson 1 (English 6)
 To teach words of school things (calculator, rubber, compass, pencil case, pencil sharpener, ruler, school bag ....) Teachers should use school things of students to illustrate her lectures. 
Teacher holds a student’s pen and asks: “What is this?”
Students’ possible answer: It is a pen.
Example 2: Unit 2: My home - Lesson 2 (English 6)
 To teach the words of furniture in a room (ceiling fan, light....) Teachers should use real things in the class to illustrate her lectures. 
 Teacher asks students to look at the ceiling of the classroom, then teacher points at the ceiling fan and says “That’s a ceiling fan”
3.3.4. Situation/Explanation: 
 Use situations and explain the new words to students so that they can understand the new words effectively.
Example: Unit 3: My friends - Lesson 1 (English 6)
 When teaching new words "creative, sporty, talkative,.", teacher should give situations and explain.
1. Mina is very creative. She likes drawing pictures. She always has lots of new ideas.
Require students to guess the word "creative " and tell the teacher the meaning of the word.
2. Nam likes playing sports. He plays sports every afternoon. He is sporty.
 Require students to guess the word " sporty " and tell the teacher the meaning of the word.
3. Lan loves talking. She is always on the phone, chatting to friends. She is very talkative.
 Require students to guess the word " talkative " and tell the teacher the meaning of the word.
3.3.5. Example: 
Unit 6: Our Tet Holiday - Lesson 2 (English 6)
 To teach the word "furniture", teacher lists examples of furniture for students to guess its meaning. “Tables, chairs, wardrobes, beds, televisions – these are called furniture”. Who can give me another example of furniture? And “ what does furniture mean in Vietnamese?”
 - Students’ possible answer: Furniture means “đồ đạc”
3.3.6. Synonym/antonym: 
 Teacher uses the words that are learned by students and the equivalent meanings to help students identify the meanings of words which they are going to learn. 
Example 1: 
 Unit 7: Television - Lesson 4 (English 6)
	Example: cute
 To teach the word "cute", teacher can ask students to guess the meaning through a word that was previously learned.
 - Teacher asks "What is another word for pretty?" 
 - Students’ possible answer: Another word for pretty is cute.
Example 2: 
Unit 7: Television - Lesson 4 (English 6)
 Example: clumsy
 Teacher gives the words she wants to teach, then gives the word which has the opposite meaning.
 Students: Guess the meaning of the word.
 - Teacher asks "What is the opposite of clever?" 
 - Students’ possible answer: The opposite of clever is clumsy.
3.3.7. Translation: 
Teacher uses equivalent words in Vietnamese to provide meanings of 
English words. 
Teacher uses this tip only when there is no other way, this tip is often used to teach abstract words, or to explain meanings of a large number of new words in limited time. Teacher gives suggestions to help students translate words by themselves. 
Example: 
 Unit 6: Our Tet Holiday - Lesson 2 (English 6)
 Example: fireworks 
 Teacher asks "How do you say " pháo hoa" in English?”
3.4 - Steps for presenting vocabulary:
1 - Use a suitable technique to elicit or show the meaning of vocabulary.
2 - Model the pronunciation clearly (three times)
3 - Ask students to repeat the word chorally and individually.
4 - Correct students' pronunciation
5 - Write vocabulary on the board and students write down vocabulary in their 
notebooks.
6 - Check that students clearly understand the meaning and pronunciation.
7 - Draw students’ attention to aspects of vocabulary such as part of speech, collocation, frequency etc..
8 - Give students a written record.
(Maybe teacher checks that students write vocabulary in their notebooks correctly)
3.5 - Techniques for checking vocabulary:
Rub out and Remember
Ordering
Matching
Jumbled words
Seven techniques
Bingo
What and where 
Slap the board 
A. Rub out and remember:
1- Teacher presents or elicits vocabulary and builds up the list on the board.
2- After each word teacher puts the Vietnamese translation.
3- Teacher asks students to write down vocabulary in their notebooks and then close their notebooks.
4- Teacher rubs out the new words one at a time.
5- Each time teacher rubs out a word in English, points at the Vietnamese translation and asks “What is this word in English ?” 
6- When all the English words are rubbed out, teacher goes through the Vietnamese list and gets students to call out the English words.
7- If there is enough time, teacher gets students to come to the board and write the English words again.
*Note: This helps leaners to memorize vocabulary quickly.
 Example: Unit 1 - Lesson 1 (English 6)
- Teacher checks up vocabulary using technique: Rub out and remember.
- Teacher asks one or two students to go to the board to write the correct word in each blank.
1. .
(a):
phấn chấn, phấn khích
2. .
(v):
mặc, đội
3. .
(n):
bộ đồng phục
4. .
(a):
bảnh bao, nhanh trí
5. .
(n):
máy tính 
6. .
(n):
com pa, la bàn
7. .
(n):
cục tẩy
8. .
(a):
nặng
- Answer keys:
1. excited 
(adj)
phấn chấn, phấn khích
2. wear
(v):
mặc, đội
3. uniform
(n):
bộ đồng phục
4. smart
(adj)
bảnh bao, nhanh trí
5. calculator
(n):
máy tính 
6. compass
(n):
com pa, la bàn
7. rubber
(n):
cục tẩy
8. heavy
(a):
nặng
B. Slap the board:
1- Teacher puts the new words in English on the board in bubbles - not in a list.
2- If you want to check the understanding, put the Vietnamese translation of the new words or picture on the board.
3- Teacher divides the class into two teams of five or six.
4- Teacher chooses a student from each team and they stand at equal distance from the blackboard.
5- Teacher calls out one of the new words in a low voice in Vietnamese.
6- Two students must run forward and slap the word in English on the board.
7- The one who slaps the correct word first is the winner and the win team gets one mark.
* Note: There are two points to remember in “Slap the board”. If you use only English, leaners are only recognizing the word through listening. However, if you use Vietnamese translation or picture you can check the meaning of vocabulary.
Example: Unit 1 - Lesson 5 (English 6)
 Checking vocabulary: slap the board
- Teacher gives some new words on the board and asks students to play the game.
 overseas
 playground
 international
 surround 
 creative
 kindergarten 
C. What and where:
1- Teacher writes the new words in the circles on the board not in a list.
2- When all the words are on the board, teacher asks students to repeat the words in circles.
3- Teacher rubs out one of the words but does not rub out the circle.
4- Teacher gets students to repeat the words including the rubbed out words by pointing at the empty cicles.
5- Teacher rubs out another word but leaves the circle.
6- Teacher points the words or empty circles, students read and remember all the words.
7- Continue until all the circles are empty.
8- Teacher asks six or eight students to come to the board and fill in the circles with the correct words
Example: Unit 3 - Lesson 1 (English 6)
 Checking vocabulary: What and where
- Teacher gives some new words on the board and asks students to play the 
game.
hard -working
Personality
 petal
 clever
 shy
confident
 creative
 talkative
* Note: This checking technique is not only good for learners to memorize the new words but also good for revision of vocabulary.
D. Matching:
1- Teacher writes the new words in the list on the left side of the board.
2- Teacher writes the definitions, translation or draws pictures on the right side of the board.
3- Teacher asks the Ss to come to the board to match the items on the left with those on the right by drawing a line between them.
Example: Unit 3 - Lesson 2 (English 6)
 Checking vocabulary: Matching
- Teacher asks one student to go to the board to do the matching.
- One student goes to the board to do the matching.
 1- fur	a- khuỷu tay
 2- tail	b- kiên trì / kiên nhẫn 
 3- blonde	 c- lông
 4- chubby	 d- kiểu tóc đuôi ngựa
 5- knee	 e- hoe
 6- ponytail	 f- đầu gối
 7- elbow	 g- mập mạp 
 8- patient h- đuôi 
* Answer Keys:
	1- c; 2- h; 3- e; 4- g; 5- f; 6- d; 7- a; 8- b.
E. Jumbled words:
1- Teacher sticks six flash cards with jumbled letters on the board or writes six words with jumbled letters on the board.
2- Teacher asks students to write the words correctly.
3- Teacher tells students the first group with the right words will get two points 
4- Teacher corrects them.
5- Teacher asks students to read the words again.
Example: Unit 3 - Lesson 4 (English 6)
- Teacher sticks six flash cards with jumbled letters on the board and asks students to play the game.
 5. asulu
3. topcoemitin
1. icohr
 6. rtfefirgihe
4. iebrensposl 
 2. wfreorik
* Answer keys:
	1- choir 	3- competition	5- usual
	2- firework 	4- responsible	6- firefighter
* Note: 
This checking technique helps students remember the